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Articles 31 - 58 of 58
Full-Text Articles in Education
Inclusion Teachers' Perspectives On Coteaching, Allison Nunes
Inclusion Teachers' Perspectives On Coteaching, Allison Nunes
Walden Dissertations and Doctoral Studies
The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and special education teachers' lived experiences in relation to the inclusion classroom and their attitudes and …
The Role Of Leadership In Changing The Culture Of An International School To Be Inclusive Of Students With Special, Simon Norman Gillespie
The Role Of Leadership In Changing The Culture Of An International School To Be Inclusive Of Students With Special, Simon Norman Gillespie
Walden Dissertations and Doctoral Studies
Educating a diverse student population is a core principle of international school education. Historically, many international schools have had admissions policies that excluded students with special learning needs. However, admission policies have changed to require more inclusiveness and school support for a wider range of students and for effectively meeting their needs. The study was based on change theory. Of interest was how school leaders best supported the change process to create the conditions for success in the context of changing admissions policies. Research questions targeted strategies that supported change and student success that were used to change the culture …
Administrative Leadership To Build Capacity For Inclusion Of Students With Emotional Disabilities, Nicole Corbett
Administrative Leadership To Build Capacity For Inclusion Of Students With Emotional Disabilities, Nicole Corbett
Walden Dissertations and Doctoral Studies
In a New England school district, students with emotional disabilities (SWED) were educated in the most restrictive educational placement outside the general education classroom at higher rates than any other disability group The purpose of this qualitative, instrumental case study was to explore administrators' and teachers' perceptions regarding campus and district level systems and structures, professional development (PD) available, and the role of administrators in building capacity for the inclusion of SWED in the general education classroom. Vygotsky's theory of social development, Knowles's theory of andragogy, and Knoster's model for leading and managing complex change provided the theoretical framework for …
Special Education Teachers' Voices On Co-Planning In A Suburban School District, Corinne Jeffers
Special Education Teachers' Voices On Co-Planning In A Suburban School District, Corinne Jeffers
Walden Dissertations and Doctoral Studies
Limited co-planning between special education and general education co-teaching partners has been documented in professional literature as a significant problem. Special education teachers do not adequately co-plan for the implementation of accommodations for students with disabilities educated in the general education classroom. The purpose of this study was to collect and analyze the perceptions of special education teachers in one suburban elementary school district in the United States regarding co-planning with regular education teachers. The theory of self-efficacy was utilized as the conceptual framework to understand how teachers' beliefs and experiences influenced planning and goal setting for special education students. …
Effective Educational Practices Regarding General Education Teachers And Inclusion Of Students With Autism, Chanda Rhodes Coblentz
Effective Educational Practices Regarding General Education Teachers And Inclusion Of Students With Autism, Chanda Rhodes Coblentz
Walden Dissertations and Doctoral Studies
Owing to the influx of students with autism to the general education classroom, the role of the educator has drastically changed. Limited training and negative perceptions among teachers of students with autism are concerning. A qualitative case study, based on Bandura's theory of self-efficacy as a conceptual framework, was used to gather information based on the preservice training and personal classroom experiences from 7 general education teachers who were purposefully selected based on their licensure in the state of Ohio and experience in teaching students with autism. Research questions for this study examined the types of training teachers received, perceptions …
Inclusion In Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, And Concerns, Jillian Samms
Inclusion In Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, And Concerns, Jillian Samms
Walden Dissertations and Doctoral Studies
Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived school climate, pedagogical beliefs, extent of inclusion training, attitudes to inclusion, and teachers' ratings of self-efficacy for inclusive …
Relationship Between Teachers' Attitudes Toward Inclusion And Professional Development, Patricia Chatman Chatman
Relationship Between Teachers' Attitudes Toward Inclusion And Professional Development, Patricia Chatman Chatman
Walden Dissertations and Doctoral Studies
Integration of general and special education students in the classroom has become common in many educational systems. Researchers have found that some general education teachers may have negative attitudes of inclusion when they are inadequately prepared to instruct in an inclusion setting. The purpose of this causal-comparative study was to investigate the relationship of teachers' professional development (PD) on their attitudes about teaching in an inclusive classroom at a northeast Georgia middle school. Using Vygotsky's sociocultural developmental theory, the research question examined the difference in teachers' attitudes toward inclusion as measured by the Scale of Teachers' Attitudes Toward Inclusive Classrooms …
Inclusion Teachers' Attitudes And Practices Regarding Literacy Strategies, Lisa Christine Putt
Inclusion Teachers' Attitudes And Practices Regarding Literacy Strategies, Lisa Christine Putt
Walden Dissertations and Doctoral Studies
Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was to explore 7th and 8th grade content area inclusion teachers' attitudes toward and perceptions of …
Teachers' Attitudes Toward Inclusive Classrooms, Brenda Lyons Greene
Teachers' Attitudes Toward Inclusive Classrooms, Brenda Lyons Greene
Walden Dissertations and Doctoral Studies
Abstract
Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through …
Teachers' Stage Of Concern And Self-Efficacy Regarding Teaching Students In An Inclusive Classroom, Sonya Yvette Avery
Teachers' Stage Of Concern And Self-Efficacy Regarding Teaching Students In An Inclusive Classroom, Sonya Yvette Avery
Walden Dissertations and Doctoral Studies
Federal legislation mandates inclusion of students with special needs in general classrooms. Teachers in the Shelco school system implemented this mandate to teach in an inclusive classroom given limited professional development, and a desire for more. To determine their preparedness to teach with inclusion, 44 general education teachers participated in this correlational study. Two surveys were administered: Teachers' Self-Efficacy Survey and Stages of Concern Questionnaire. Scores were combined to identify and recommend groups of teachers for differentiated professional development. Social constructivism, which focuses on how learning is affected by social concepts such as self-efficacy and concerns, was the theoretical framework. …
A Study Of Teachers' Challenges With The Inclusion Of Middle And High School Students With Autism, Marcie Anne Goodrow
A Study Of Teachers' Challenges With The Inclusion Of Middle And High School Students With Autism, Marcie Anne Goodrow
Walden Dissertations and Doctoral Studies
Middle and high school general education teachers in the school district in this bounded case study
were facing challenges with meeting the needs of students who have autism in the current inclusion
program. The purpose of this study was to understand teachers' challenges with components of the
inclusion program and serving students with autism in the general education classroom. The
conceptual framework was Villa and Thousand's 5 system-level best practices for successful
inclusive education. A purposeful sampling procedure was used to select 4 general education
teachers who were teaching autistic students in an inclusive setting; this sample included 2 middle …
Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock
Teacher Perceptions Of The Effectiveness Of Inclusion In Elementary Classroom Settings, Delicia Peacock Peacock
Walden Dissertations and Doctoral Studies
Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work in …
Equipping Teachers To Meet The Needs Of Students With Emotional And Behavioral Disorders, Christie Mcduffee Elam
Equipping Teachers To Meet The Needs Of Students With Emotional And Behavioral Disorders, Christie Mcduffee Elam
Walden Dissertations and Doctoral Studies
The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools …
The Impact Of Co-Teaching On The Graduation Test Scores Of Students With Disabilities, Jeannette Lynn Stach
The Impact Of Co-Teaching On The Graduation Test Scores Of Students With Disabilities, Jeannette Lynn Stach
Walden Dissertations and Doctoral Studies
According to the U.S Department of Education, co-teaching is an intervention used to give students with disabilities access to the general education curriculum while in the general education classroom. It's necessary to evaluate the effectiveness of co-teaching as it relates to academic performance. However, there has been a dearth of research on quantitative studies related to co-teaching and their results have been inconclusive. This quantitative study explored whether co-teaching has a positive effect on academic performance compared to collaborative teaching, and adds to the literature in this area that is considered current. On an annual basis from 2002 to 2011, …
The Difference In Attitudes Of Regular And Special Education Teachers Toward Inclusion, Janice Lorraine Brown-Oyola
The Difference In Attitudes Of Regular And Special Education Teachers Toward Inclusion, Janice Lorraine Brown-Oyola
Walden Dissertations and Doctoral Studies
Inclusion has been introduced throughout the educational community as a method to increase math and reading scores of underachieving schools on standardized tests. The problem was that teachers were not effectively implementing inclusion. Guided by Bandura's (1994) self-efficacy theory, which hypothesizes that a person's sense of efficacy provides information of their capability and the ability to assess their performance, the purpose of this quantitative quasi-experimental study was to determine if there was a significant difference in attitudes on inclusion between regular and special education teachers using the 4 subsections of the Scale of Teachers: Attitudes Toward Inclusive Classrooms through an …
Teachers Perceptions Of Barriers To Universal Design For Learning, Mary Elizabeth Jordan Anstead
Teachers Perceptions Of Barriers To Universal Design For Learning, Mary Elizabeth Jordan Anstead
Walden Dissertations and Doctoral Studies
Universal Design for Learning (UDL) has been identified as a contemporary instructional model for promoting inclusion and equitable opportunities for diverse and struggling learners. However, research regarding teachers' perceptions of UDL and its effective implementation is limited, making planning, implementing, and providing professional development difficult for administrators. Guided by the constructivist views of Vygotsky and Piaget, this qualitative case study was designed to understand teachers' knowledge and perceptions of how UDL can be used to promote equitable inclusive instruction, implementation barriers, educational applications for UDL, and perceived needs to implement UDL. Participants were teachers who had implemented UDL from a …
Relationships Among Middle School Teachers' Perceptions Regarding Inclusion Of Students With Disabilities In General Education Classrooms, Stacey O. Forrester
Relationships Among Middle School Teachers' Perceptions Regarding Inclusion Of Students With Disabilities In General Education Classrooms, Stacey O. Forrester
Walden Dissertations and Doctoral Studies
Accommodating students with disabilities in a general education class often requires instructional modification and extra student support. Research has shown that making required changes can evoke different responses from teachers and can influence their willingness to accommodate the needs of students with disabilities. However, research has not examined the relationships between middle school teachers' preparation for and experiences with inclusion instruction and their attitudes toward inclusion. The purpose of this correlational study was to explore possible relationships between middle school teachers' attitudes about including students with mild to moderate disabilities in the general education setting and the teachers' education level, …
Inclusion And Attitudes Of Adolescents In A Camp Setting, Deborah Musher
Inclusion And Attitudes Of Adolescents In A Camp Setting, Deborah Musher
Walden Dissertations and Doctoral Studies
Despite increased inclusion of individuals with special needs in educational and leisure settings, people with disabilities continue to experience social isolation. Research indicates that negative attitudes play an important role in contributing to this marginalization. This study examined the impact of an inclusion program at a residential summer camp on the attitudes of its typical participants. Participants in the treatment group (n = 30) experienced contact with peers with disabilities through structured, intentional programming while participants in the control group (n = 77) experienced less formal inclusive encounters. The Chedoke-McMaster Attitudes toward Children with Handicaps (CATCH) scale was administered to …
Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins
Elementary Teachers' Understanding, Knowledge, And Perceptions Of Inclusion Best Practices, Jason Liggins
Walden Dissertations and Doctoral Studies
Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured questions. …
School Principal Attitudes Toward The Inclusion Of Students With Disabilities, Taleshia Lenshell Chandler
School Principal Attitudes Toward The Inclusion Of Students With Disabilities, Taleshia Lenshell Chandler
Walden Dissertations and Doctoral Studies
Inclusion is a philosophy and practice of educating students with and without disabilities in the same learning environment. Previous researchers have indicated that principals play a key role in implementing successful and effective inclusive programs. However, there remains a gap in the literature regarding the attitudes of principals and assistant principals toward including students with disabilities at both elementary and secondary school levels. Therefore, the purpose of this nonexperimental, quantitative study, based on transformational leadership theory, was to examine the attitudes of principals toward the inclusion of students with disabilities in general education classrooms. An electronic version of The Principals' …
Delphi Study Of Ecosystem Characteristics And Inclusion Of Elementary Children With Autism Spectrum Disorders, Kimberly M. Walker
Delphi Study Of Ecosystem Characteristics And Inclusion Of Elementary Children With Autism Spectrum Disorders, Kimberly M. Walker
Walden Dissertations and Doctoral Studies
Recognizing characteristics that improve inclusion in general education classrooms allows educators and parents to make conscious decisions regarding how students with Autism Spectrum Disorder (ASD) can be included most appropriately. The purpose of this qualitative Delphi study was to understand the opinions of individuals with expertise in the fields of autism and inclusion as to the characteristics and behaviors within the environmental constellation that support or inhibit inclusion of elementary students with ASD. The conceptual framework was based on tenets of applied behavior analysis, multiple intelligences, and ecosystem characteristics. Research questions addressed characteristics and behaviors of general and special education …
Role Conflict And Role Ambiguity As Predictors Of Burnout In Special And General Education Co-Teachers, Cassandra L. Moss
Role Conflict And Role Ambiguity As Predictors Of Burnout In Special And General Education Co-Teachers, Cassandra L. Moss
Walden Dissertations and Doctoral Studies
Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 …
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
Walden Dissertations and Doctoral Studies
This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general education …
General Education And Special Education Teachers' Attitudes Toward Inclusion, Carmen Yvette Charley
General Education And Special Education Teachers' Attitudes Toward Inclusion, Carmen Yvette Charley
Walden Dissertations and Doctoral Studies
Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and 3 subscales), gender, education level, teacher type, and grade level taught were predictors of Teachers' Attitudes Toward …
Teacher Use Of Assistive Technology For Students With High Incidence Disabilities In Small Rural Schools, Heather Wood
Teacher Use Of Assistive Technology For Students With High Incidence Disabilities In Small Rural Schools, Heather Wood
Walden Dissertations and Doctoral Studies
A significant achievement gap between students with disabilities and their peers without disabilities has led to increased inclusion of students with disabilities in the general education classroom. Assistive technology (AT) has the potential to improve access to the curriculum for students with high-incidence disabilities. Teachers are challenged with learning about, recommending, and implementing AT; yet little is known about how teachers in New Hampshire use AT or the needs for professional development (PD) in AT utilization. The purpose of this intrinsic case study was to understand how teachers in small rural New Hampshire schools utilized AT with students with high-incidence …
Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics Self-Efficacy On The Mathematics Achievement Of Learning Disabled Students, Vladimir Sylne
Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics Self-Efficacy On The Mathematics Achievement Of Learning Disabled Students, Vladimir Sylne
Walden Dissertations and Doctoral Studies
Learning disabled (LD) students are put in inclusion classrooms in order to experience the mainstream environment and to receive the same level of education as their regular education counterparts. Unfortunately, LD students do not always get the mathematics education that they deserve because inclusion mathematics teachers are not required to be highly qualified in mathematics. The focus of this study was on the relationship between mathematics anxiety and self-efficacy of inclusion teachers and the academic achievement of the LD students they serve. The theoretical framework of this study involved the concepts of student achievement, teacher efficacy, mathematics anxiety, and best …
Improving Instruction For English Language Learners Through The Development Of Coteaching, Anna Parrish
Improving Instruction For English Language Learners Through The Development Of Coteaching, Anna Parrish
Walden Dissertations and Doctoral Studies
Researchers have described how a missing element in instructional services for English language learners is effective collaboration between general education and English for speakers of other languages (ESOL) teachers. This collaboration is vital to the success of English language learners. This multisite case study was designed to gain insight into current practices and how to improve collaboration between educators in a way that improves instructional services for English language learners. Knowles' theory of andragogy, the transfer of learning theory, and constructivism were used as a basis for analyzing educators' perspectives and instructional practices. Two sites were selected for the study-one …
Students' Perceptions And Experiences Of A Diversity And Inclusion Training Program At A Community College, Norma I. Corral-Chandler
Students' Perceptions And Experiences Of A Diversity And Inclusion Training Program At A Community College, Norma I. Corral-Chandler
Walden Dissertations and Doctoral Studies
A community college developed a diversity and inclusion training program, Maximizing Our Strengths as an Inclusive Community (MOSAIC), to address the lack of diversity training for students and staff. However, the program had not been evaluated. The purpose of this study was to learn about students' perceptions and experiences of the MOSAIC program. Guided by theories of constructivism and components of critical race theory related to critical studies in Whiteness, social identity theory, and best practices for diversity and inclusion training, this study explored how students described the effectiveness of the program. Interview data for this responsive program evaluation using …